Hold the train. Shouldn't you add a sentence here about the importance of plankton in the ecosystem you're studying and the unit? Students will see a quick powerpoint detailing the many different types of plankton that exist in all of the different marine ecosystems. Students will then have a chance to take a closer look at a few specific types of plankton under a microscope. This lab is station based will have tasks associated with the plankton at each station including, examining the benefits to being a small plankton, examining the adaptations of a brine shrimp, drawing a scientific diagram of the brine shrimp,examining a water sample for plankton, examining larval clams, as well as Obelia hydroid, Nekton larvae, and answering questions about plankton population growth. The class will then come back together and share out results, as well as comments and questions that came up during the lab.The plankton lab fits into the overall marine bio unit because plankton are often the smallest organism, base of the marine food chain, in the different marine ecosystems that the students are studying. Studying plankton allows the students the added benefit of being able to see physical and behavioral adaptations at work throughout the many different types of plankton presented.
Opportunities to Learn:
Depth of Knowledge
DOK Level 4: Complete lab worksheet by analyzing the different adaptations and specializations of plankton species
DOK Level 4: Create original plankton specie, explain specie's adaptations and specializations
Generally, DOK 4 activities require connecting across topics and an extended time frame.
Prerequisite Knowledge
Marine taxonomic basics
Food chain basics (consumers, heterotrophs, autotrophs, energy transfer)
Understanding of photosynthesis
What is an adaptation/specialization
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Lab stations set up prior to students entering.
Laptops available for end of class if time allows.
Students will complete a lab worksheet by analyzing Plankton samples while looking for adaptations and specializations of the different species.
Students will create their own plankton specie and explain the adaptations and specializations their new organism has for living in a specific marine ecosystem previously discussed. So students will use the research they did earlier in the unit? If this is the case, this is a great idea because it gives the earlier work meaning. You should foreshadow this need in the earlier assignment's set up: You need to be sure to include A,B, C... because later you're going to use this research when we....
Instruction:
Opening:
Class will start with a question posted on the board for students to respond to
Plankton. Plant? Animal? Both? Something else?
Students will share their responses and reasoning
Students are asked to keep these responses in mind for today's lesson, which will help clarify what exactly a planktonic organism is. Good. You could also ask them to list five facts they already know about about plankton and give a few Ss a chance to share before moving on.
Engagement:
With responses in mind students will view a quick powerpoint describing the different forms that Plankton can take on as well as the different adaptations and specializations different species have, while filling out a graphic organizer. How will you make this interesting to them? Will you be excited about the diversity of plankton? Will you take another approach?
After the powerpoint students will be given a chance to rethink, correct, or prove valid their original responses to the starter question and share their thoughts.
The class will then be partcipating in a station format lab. You're veering off into "procedure land" now. What will you say to set the context for this lab? Why should they care? Does it connect to marine ecosystems? their project? what?
Purpose of this lab is to allow students to see a variety of Plankton species first hand, examine the adaptations of the different species What is the "driving question" and why is it interesting?
Students will be instructed to find a lab partner, and assigned a station to start at.
Students will have enough time to complete the activities at each station, and fill out the lab worksheet.
What will you be doing during the lab? What questions will you ask as you move around the room? What key ideas do you want students to understand?
The lab partners will rotate through all of the stations.
You should provide some closure for the day's activities. Can you have students share some of their results? Can you assemble so class knowledge? Can you connect this knowledge to the study of Marine ecosystems?
Closure:
For homework students will design their own plankton specie using some of the adaptations/specializations discussed during the lab activity and powerpoint. Due next day: Didn't you start this the night before?
Name of plankton
Diagram
Description of adaptations/specializations that detail... 1. how the plankton will take in energy (if the plankton eats others how does it catch its food), 2. how will the plankton move, 3. does the plankton spend its entire life floating as plankton or is it some type of larval organism
Students reminded of taxonomy refresher "quiz" next class period.
A Closer Look At Plankton
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
Hold the train. Shouldn't you add a sentence here about the importance of plankton in the ecosystem you're studying and the unit? Students will see a quick powerpoint detailing the many different types of plankton that exist in all of the different marine ecosystems. Students will then have a chance to take a closer look at a few specific types of plankton under a microscope. This lab is station based will have tasks associated with the plankton at each station including, examining the benefits to being a small plankton, examining the adaptations of a brine shrimp, drawing a scientific diagram of the brine shrimp,examining a water sample for plankton, examining larval clams, as well as Obelia hydroid, Nekton larvae, and answering questions about plankton population growth. The class will then come back together and share out results, as well as comments and questions that came up during the lab.The plankton lab fits into the overall marine bio unit because plankton are often the smallest organism, base of the marine food chain, in the different marine ecosystems that the students are studying. Studying plankton allows the students the added benefit of being able to see physical and behavioral adaptations at work throughout the many different types of plankton presented.Opportunities to Learn:
Depth of Knowledge
- DOK Level 4: Complete lab worksheet by analyzing the different adaptations and specializations of plankton species
- DOK Level 4: Create original plankton specie, explain specie's adaptations and specializations
Generally, DOK 4 activities require connecting across topics and an extended time frame.Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Engagement:
- With responses in mind students will view a quick powerpoint describing the different forms that Plankton can take on as well as the different adaptations and specializations different species have, while filling out a graphic organizer. How will you make this interesting to them? Will you be excited about the diversity of plankton? Will you take another approach?
- After the powerpoint students will be given a chance to rethink, correct, or prove valid their original responses to the starter question and share their thoughts.
- The class will then be partcipating in a station format lab. You're veering off into "procedure land" now. What will you say to set the context for this lab? Why should they care? Does it connect to marine ecosystems? their project? what?
- Purpose of this lab is to allow students to see a variety of Plankton species first hand, examine the adaptations of the different species What is the "driving question" and why is it interesting?
- Students will be instructed to find a lab partner, and assigned a station to start at.
- Students will have enough time to complete the activities at each station, and fill out the lab worksheet.
- What will you be doing during the lab? What questions will you ask as you move around the room? What key ideas do you want students to understand?
- The lab partners will rotate through all of the stations.
You should provide some closure for the day's activities. Can you have students share some of their results? Can you assemble so class knowledge? Can you connect this knowledge to the study of Marine ecosystems?Closure:
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: